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<p>This study investigates the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in enhancing long-term knowledge retention in ICT, contributing to Sustainable Development Goal (SDG) 4 in Africa. The study was anchored on Ausubel’s theory of advance organisers. Using a quasi-experimental design with 107 secondary school students from two schools in Lagos, Nigeria, the study employed ANCOVA to compare retention outcomes. Results revealed a statistically significant improvement in ICT concept retention for the CTCA group compared to the lecture method group [F (1, 104) = 87.46; <i>p</i> = .000], with a large effect size (partial eta squared = 0.46). The CTCA’s integration of indigenous knowledge highlights its potential to create inclusive, culturally sensitive education, addressing long-term ICT learning challenges in Nigeria and advancing SDG 4. The study tentatively recommends incorporating culturally relevant analogies, community practices, and problem-solving scenarios into ICT instruction, highlighting the need for a pedagogical approach prioritising context-driven methods.</p>

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Enhancing ICT retention through indigenous pedagogy

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月26日

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  • Uchenna Ugwuoke,
  • Andrew Tetteh,
  • Peter Okebukola,
  • John Ogonenwe

摘要

This study investigates the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in enhancing long-term knowledge retention in ICT, contributing to Sustainable Development Goal (SDG) 4 in Africa. The study was anchored on Ausubel’s theory of advance organisers. Using a quasi-experimental design with 107 secondary school students from two schools in Lagos, Nigeria, the study employed ANCOVA to compare retention outcomes. Results revealed a statistically significant improvement in ICT concept retention for the CTCA group compared to the lecture method group [F (1, 104) = 87.46; p = .000], with a large effect size (partial eta squared = 0.46). The CTCA’s integration of indigenous knowledge highlights its potential to create inclusive, culturally sensitive education, addressing long-term ICT learning challenges in Nigeria and advancing SDG 4. The study tentatively recommends incorporating culturally relevant analogies, community practices, and problem-solving scenarios into ICT instruction, highlighting the need for a pedagogical approach prioritising context-driven methods.